Despite this considerable progress, there is still much work to be done regarding how teacher trainers and practitioners might go about queering practice. This has included calling for interfaces between queer theory and ELT theorizing and descriptions of what is at stake in heteronormative classrooms, as well as exploring normative discourses reflected in language learning materials. Queer issues in English language teaching (ELT) have received increasing attention in recent years. This paper will conclude by highlighting the need for less heteronormative ESL reading materials as these materials often function as valuable identity resources for language learners, and they often allow instructors to create a more diverse classroom environment by queering the classroom discourse. ![]() Changes in the average heteronormativity rating for each 5-year period are also reported. These averages were then compared for the types of materials (texts and textbooks) and publishers examined. The data were then broken down to examine heteronormativity ratings by publisher, text-type, proficiency level, and year of publication.2 Average heteronormativity ratings were then calculated for each category of the data. After examining the samples, each sample was given a nu- merical rating on 1–3 nominal level scale 1 being non-heteronormative, 2 being low-heteronormative, and 3 being heteronormative. These sample materials were ex- amined by looking for examples of normative relationships and family structures exhibited in the main prose, textual examples, visual elements, and question/ discussion activities. The sample for this study consisted of forty-five reading texts/textbooks (ntext = 14 ntextbook = 31). This is often realized through the pre- sentation of only heterosexual relationship structures, while also lacking any al- ternative relationship structures. Heteronormativity is the portrayal of the heterosexual sexual identity as the only acceptable and/or normal sexual identity option (Dalley & Campbell 2006). ![]() This exploratory study examines the reflection of heteronormativity in English as a Second Language (ESL) reading texts1 and textbooks aimed at a college-aged audience and a range of proficiency levels.
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